EdVillage supports Catholic Schools with new Building Faith Fund

EdVillage has helped support successful school systems around the world and is now adding innovative inner-city Catholic School models in the US to this portfolio. 

Since its inception, EdVillage has supported successful school systems. Whether they be charter schools in the US or similar schools in developing countries, EdVillage has been identifying innovative models and providing them the necessary support systems.  Recently, inner-city Catholic schools in the US have developed innovative school models to provide low income children a quality education.

These schools are seeking investments to support their facilities. EdVillage is launching the Building Faith Fund to bring socially conscious investors together to fund facilities to help these schools launch.

EdVillage Celebrate 2nd Anniversary!

Just over two years ago we founded EdVillage to help foster and support the growth of schools that provide high-quality education to children from low-income communities around the world. We have helped educators, schools, and networks create ways to evaluate their performance, develop plans for leadership training, and contextualize best practices from around the globe. We are excited to share this update with you and are grateful for your support.

Allison Rouse and Mark Medema
Co-Founders, EdVillage

3.2.1 School Wins Award & Expands

The 3.2.1 School successfully completed its first year with over 100 kindergarten students. School leader and EdVillage Global Fellow Gaurav Singh, a Teach For India alum, recently won the Echoing Green Fellowship in recognition of this innovative school model. This summer, with the support of EdVillage, 3.2.1 hosted Juliana Worrell from Uncommon Schools to conduct teacher training as 3.2.1 prepares to expand. EdVillage also worked with curriculum developer TERC to provide their math curriculum free of charge for the benefit of the 3.2.1 students who come from the slums in south Mumbai.

Global Fellow Leads Spark School

EdVillage Global Fellow Ross Hill has been named a school leader of the newly created Spark Ferndale school in Johannesburg, South Africa. Spark Schools is the first network created by eAdvance, brain-child of South African edupreneur, Stacey Brewer. The goal of eAdvance and Spark Schools is to prove that low-fee schools can sustain themselves by offering a high-quality education though a mix of traditional classroom instruction and innovative Learning Labs that address a child’s individual needs.

Charter Law Passes in India

In January, 2013, the Bombay (Mumbai) Municipal School Corporation adopted a public private partnership school model (akin to the charter schools in the US). The BMSC will partner with established low-cost school operators, like the 3.2.1 Education Foundation, and provide public funding for the education of disadvantaged students in Mumbai. The schools will have access to government owned facilities and will be reimbursed for a portion of their expenses. In return, the schools will prepare students for the standard assessments.

School Peer Review Launches

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In 2012, EdVillage partnered with the South African Extraordinary Schools Coalition to develop and pilot South Africa’s first comprehensive School Peer Review process. EdVillage, the Coalition, and Bridge, a South African education nonprofit conducted seven school peer reviews, observing over 200 classes and

meeting with close to 100 students, teachers, parents and board members. The schools shared best practices and received feedback in this empowering process.

School Peer Review Model Profiled at International Conference

EdVillage Advisor Suzanne Anthony co-authored and presented a case study on the School Peer Review model at the Globalization, Regionalization, and Privatization in and of Education in Africaconference put on by the Open Society Foundation in Johannesburg. The paper, “Accelerating School Quality Through School Peer Reviews” was received with much interests by academics and education providers from across Africa.

India School Leadership Institute Opens

EdVillage worked with the Akanksha Foundation and the Central Square Foundation to secure an investment from the MacArthur Foundation and the George Marshall Foundation to launch the India School Leadership Institute. This leadership preparation program will prepare school leaders to lead autonomous and government schools serving India’s marginalized students. The program started in May 2013.

EdVillage CEO Featured in Book

In her 2012 book, Finding Right Work: Five Steps to a Life You Love, author Leni Miller profiles EdVillage CEO Allison Rouse on why providing opportunities for children from low-income communities is the “right work.” Being profiled in this book for those seeking a career they love was a true honor for EdVillage.

Congrats to the soon to be Dads!

Each of the families of Allison Rouse and Mark Medema are expecting their first child this fall. We are excited to welcome two new EdVillagers to our community very soon.

3.2.1 School – Establishing a Proof point for Education Excellence in India

Suzanne Anthony recently visited EdVillage Global Fellow Gaurav Singh and observed the 3.2.1 School he founded in Mumbai. Only eight months in, 3.2.1 is already serving as a proof point for education quality in India. In a school with strong leadership and great teaching, children living on the streets and in the slums can learn at the level of their more affluent peers.

Students – The kindergarten students who came in speaking no English are actively participating in lessons speaking in full English sentences. In one class, a young girl stood at the front of the room and led her peers in describing the steps a seed goes through to become a full plant. Even at such a young age, they have internalized the culture of respect, hard work and learning and are making great strides in their intellectual, social and emotional development. Originally intended to serve 90 kindergarten students, enrollment surged to 120 once the doors opened and parents could see what 3.2.1 had to offer.  The kindergarten students’ ages span from four to seven years old posing both a challenge and an asset as teachers differentiate their lessons to engage each student appropriately.

Teachers – The 3.2.1 team of teachers are all alumni or fellows of Teach For India. They share a deep commitment to the learning of their students and to innovative teaching that goes beyond the traditional practice of rote memorization. They have been teaching for at most three years – but their unwavering belief in the potential of their students and commitment to developing their own professional skills makes up for what they may lack in classroom experience. In the weekly professional development session, they watched video taken of two classes and broke down the instruction and classroom management actions in great detail to identify moments of success and areas where adjustments can be made. This consistent analysis of practice and openness to shared learning is counter to the individual and isolated nature of the teaching profession in India and throughout the world. The desire to continually develop as professionals for the benefit of their students exudes in the culture of 3.2.1.

Leadership – As the founding school leader, Gaurav Singh set a vision for transformational change in the school system in India. By directly changing the life trajectory of thousands of children, 3.2.1 will influence reforms in the education system to create better opportunities for millions of other students in India. But he knows the success of this vision lies in the foundation established by the first 3.2.1 school. When he spoke to his teachers in the professional development session, he invoked a great sense of urgency to continue to raise the school’s quality by paying meticulous attention to detail and embracing new approaches. The uniqueness of the school has brought much attention both locally and internationally. But Gaurav encouraged his teachers to stay focused and not be distracted by being the “flavor of the month.” This attention will soon subside, but there will always be many children to serve. As a testament to his leadership, every one the founding teachers plans to return next year, some deferring graduate studies in prestigious international affairs programs because they believe so strongly in the impact they are having on their students and the education system right now.

Community – 3.2.1 is located in the back rooms of a fish market in Crawford Market, Mumbai. To recruit students, the teachers spent days walking through the community, talking to families who live on the streets or in shacks, telling them about a new school for their children. Going out into the community and building relationships with their students’ families is an important part of the job for all 3.2.1 teachers. Arnab Datta took me on an afternoon walk through the community after the students had left school for the day. When his students saw him coming, they ran up and hugged his leg and pulled him back to their parents to say hello. The mothers smiled, chatted with him for a bit about what happened in school that day, then we continued on. All of the teachers have had to learn new dialects to be able to communicate with the parents who rarely speak English. Arnab told me of how he recently spent a night on the street with one of his student’s family to gain a deeper understanding of what her life is like outside of school. You can read his blog about this experience.

Curriculum – Teaching students to become independent thinkers is at the heart of the curriculum used by 3.2.1. For example, to teach math, the teachers use the Investigations Curriculum by TERC which allows students to discover the concept of counting on their own, rather being taught numbers through memorization. By laying this foundation of independent thinking, students are better able to grasp more difficult concepts of addition, division, fractions, etc. later on. Gaurav saw this curriculum being used during school visits in the United States and knew he had to have it, but was prohibited by its high costs. Fortunately, TERC agreed to donate outdated copies to the school for free. 3.2.1’s philosophy is that teaching students to be independent thinkers when they are very young will empower them to be positive agent of change in their own communities.

Right To Education – In 2009, India passed the Right To Education Act giving every child between the ages of 6 to 14 years the right to free and compulsory education. According to UNESCO, India has over two million children out of school. The challenge of increasing access on this great of scale has led some state governments to explore public-private partnership schools, a policy structure similar to charter schools in the United States, but with less government funding included. 3.2.1 is one of the first schools founded as a public-private partnership school in Mumbai and is serving as a model to others. The autonomy that this structure gives 3.2.1 in terms of hiring teachers, selecting curriculum and designing the school day is crucial to the school’s success.

 

School Peer Reviews begin at Lebone II College

The South Africa Extraordinary Schools Coalition kicked off its new School Peer Review process this week at Lebone II College

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the Royal Bafokeng Nation. The review team observed over 50 classroom lessons, conducted over 20 interviews with teachers, administrators and students and observed numerous other daily events including assemblies, meals and drop-off and pick up time. This intense two-day immersion at Lebone II College helped the five-person review team gain a full picture of the school and evaluate it against the criteria for an excellent school developed by the Coalition members at the EdVillage School Peer Review Workshop in June. The criteria focused on the areas of teaching and learning, culture and climate, leadership and management, and school and community.

Unlike traditional school inspections which focus on compliance, this review sought to gain a deep understanding of the school. The School Peer Review highlights best practices that can be shared with other schools. It also identifies areas for improvement and provides a time for the school’s leadership to brainstorm new approaches with the review team. Overall, this process builds the foundation for collaborative learning and continuous improvement within the coalition of schools.

The EdVillage team is excited to have been on the ground to support the South Africa Extraordinary Schools Coalition in the development of the review process and the pilot of the first School Peer Reviews. We will continue to work with the coalition to analyze the review findings across multiple school reviews and share these results to inform improvement of schools across the country.

 

Thanks To Our Summer Interns

EdVillage hugely benefited from the hard work of three great interns this summer. We are sad to see them leave but wish them well as they return to school this fall.

Catalina Diez is a native of Chile working towards her Masters of Public Affairs at the School of International and Public Affairs at Columbia University. Before graduate school, Catalina worked on the founding team of Enseña Chile (Teach For Chile) as the Director of Development. She spent much of this summer researching and analyzing national education policy of countries around the world to help develop a plan for education policy improvements in South Africa. She also built tools to help guide the start-up of new schools around the world. Catalina enthusiastically took on any project she was given going beyond what was expected. We value the Chilean perspective she brought to our team.

Brina Seidel returns to her sophomore year at Columbia University where she is majoring in economics and political science and also focusing on Arabic. Brina started her summer internship spending a week in Newark with the EdVillage team working long days during the South Africa School Peer Review Workshop. She was an attentive note taker during the workshop and helped write the final report. She also became EdVillage’s multi-media guru producing a video about our School Peer Review work and managing the redesign of our website. Brina took on a range of tasks this summer and did each with a smile and great attention to detail.

Brandon Kyker, a student at George Mason University, fell into his internship somewhat unexpectedly when EdVillage was looking for extra help on the finances and snagged him away from his other gig down the hall. He quickly became a master of Quickbooks, combing through the numbers and running reports we never even knew were possible. After his first project with the EdVillage team, he came back for more and we kept him busy.  We are happy we were able to lure him on to the EdVillage team this summer.

3.2.1 School Embraces Innovative Teaching

When EdVillage Global Fellow Gaurav Singh met Dr. Stephanie Smith of Georgia State University, he told her, “We have to have you come to India.” Gaurav knew Dr. Smith’s work in cognitively guided instruction was a good fit for the 3.2.1 School he was creating to educate poor children in Mumbai. In founding the 3.2.1 School, Gaurav envisioned a place where students from low-income backgrounds can achieve the same academic results as their wealthier peers at elite private schools. Innovative instructional practices like the teaching techniques Dr. Smith studies are key to this vision.

Gaurav did indeed bring Dr. Smith to India earlier this summer. She spent a week training the staff of 3.2.1 in cognitively guided instruction (CGI), an approach that helps teachers understand the ways in which children invent strategies to engage with the problems they face in arithmetic. This lets teachers understand the ways children engage with numbers so that the students truly learn. Gaurav is committed to ensuring that the curriculum at the 3.2.1 looks beyond exam scores and helps students become independent thinkers.

Gaurav has furthered his vision of a school with “a focus on problem-solving and understanding versus just memorization” by using the TERC Investigations curriculum used in classrooms in the United States. This curriculum is specially designed to promote a deep understanding of mathematical concepts. Gaurav thought the cost of the Investigations curriculum would be a barrier to full implementation of cognitively guided instruction in the classroom but, with the help of EdVillage, he secured a donation of back-copies of the math curriculum from TERC. With these lesson materials as well as cognitively guided instruction strategies, the 3.2.1 teachers are well-equipped to foster problem-solving skills in their students.

Having worked closely with the staff of 3.2.1, Dr. Smith is excited for what their school will bring to the low-income neighborhood of Crawford Market in Mumbai.  She says that Gaurav is using the flexibility offered by a public-private partnership to “introduce a curriculum that will revolutionize what kids in India get.” Impressed by the enthusiasm and dedication of the 3.2.1 teachers, Dr. Smith emphasized the value of young teachers who are willing to embrace new strategies. After seeing the teachers excited by a new approach to conceptualizing fractions, she noted, “They aren’t afraid to tackle [difficult material] and become better at the content.” She also stressed Gaurav’s role in building this excitement, praising how he “lets his staff see that this is really important just by his efforts and his dedication.”

Like many US charter schools, 3.2.1 is using these education innovations to help underserved students close the achievement gap. After visiting with members of the community, Dr. Smith remarked that the families who enrolled their children at 3.2.1 are “thrilled that their conditions could get better.”

The first 3.2.1 School opened in June 2012 serving 90 kindergarten students. The school will grow one grade per year all the way to grade 12. There are also plans to open more 3.2.1 campuses in the next few years.

Dr. Stephanie Smith, an expert in cognitively guided instruction in elementary mathematics, is currently an associate professor at Georgia State University.

Success Can Be A Matter Of Principal

On 17 August 2012, the following op-ed by Murray Thomas appeared in South Africa’s Mail & Guardian Newspaper. Murray is the deputy principal of Lebone II College of the Royal Bafokeng in Phokeng. He was an eager and insightful participant in EdVillage’s South Africa School Peer Review Workshop in June.

In other countries the focus is on the teachers and their work ethic, not the delivery of textbooks.

In June, a group of teachers from the South African Extraordinary Schools Coalition partnered with an international organisation called EdVillage to visit schools in socioeconomically deprived sections of Newark, New Jersey, in the United States. Our task was to develop a peer review instrument to aid our collaboration on starting and supporting high-quality schools for poor children.

Whether it is a drive to maintain one’s global competitiveness or a desire to catch up, there is an ongoing international move to modernise national education systems. Unsurprisingly, many of these ­initiatives do not focus on the challenges of getting textbooks to the right places at the right time; they are prioritising the development of far more effective agents of innovation — the teacher.

Linda Darling-Hammond, professor of education at Stanford University in the US, spoke strongly in a radio interview earlier this year about the positive correlation between quality learning for students and educational policies that foster innovative pre-service and in-service teacher development. She criticised the narrow view of some commentators, who “have this idea that if we just give them the textbooks to follow and the test to give and the procedures” to pursue, students “will just magically get taught adequately, without realising that teaching, when it’s good teaching”, brings radically better results.

How can we get the best trained, most energetic and competent teachers working in the neediest South African contexts? Given our endemic failure to improve the lot of our poorest children, should

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we resign ourselves to the permanence of a tragic and immutable achievement gap?

Redesigning schools for disadvantaged communities is, to my knowledge, a topic only recently entering the South African discourse. Perhaps the pain of our own separate pasts has made the proposal of different types of schools for different socioeconomic groups seem like an implausible option. Some will wince. However, the intractable and regressive challenges facing our most marginalised communities require brave inventions.

Don’t reinvent the wheel
Like so many other examples of the social transformation that follows a political transition, we need not reinvent the wheel. The charter school movement in the US sits at the forefront of a raft of educational reforms specifically designed to close the achievement gap between middle-class and poorer communities.

The schools we visited in June were charter schools. They are publicly funded institutions that have signed a contract (charter) with their equivalent of South Africa’s department of basic education and are held accountable for improving student achievement.

But they are free to innovate across a number of operational issues. They may offer longer school days, provide more time for core subjects or even specialise in terms of high-priority national development goals such as “Stem” education (science, technology, engineering and mathematics). Critically, they have lots of autonomy on the employment of teachers.

Similarly, a number of publicly funded, sensibly regulated, yet largely autonomous academies have been established in Britain in rough working-class neighbourhoods. These charter-like schools are bringing tangible schooling gains.

These schools typically attract bright, self-reflective and high-impact young graduates through nationally motivated programmes such as Teach for America or Teach First. Teacher selection is highly competitive and the schools often accept only one out of every 10 applicants for their two-year programme.

These young role models usually have a strong university degree but no formal study of teaching or education. Instead, they are trained through a combination of intensive six-week, pre-service holiday teacher-training sessions, a sustained on-the-job apprenticeship, collaborative lesson planning with instructional coaches who require an astonishing anticipation of the micro moves of learning alongside detailed lesson plans, endless videoing of actual teaching and a strong commitment to sharing best practices through a network of “teaching schools” that operate on the model of teaching hospitals.

The leadership of these schools is another striking feature. The North Star charter school network in and around Newark incorporates 13 schools, each relatively small, usually between 300 and 400 students, in either a primary, middle school or high school structure. There is a chief operating officer for the group who is a non-teacher, and a number of other back-office systems thinkers, data crunchers and performance enhancers who take care of every conceivable logistical detail outside of instructional delivery.

Walk-throughs and couaching conversations
The principal plays the leading role in continually assessing the quality of teaching and learning in the school with regular walk-throughs and coaching conversations with every teacher. Principals work with a fair set of guidelines and are ­mandated to deal with underperforming teachers.

Everyone, including the principal, signs a voluntary annual contract. The best guarantor of job security for individual teachers is their performance every day in front of their class and how successful they are in closing the achievement gap. Principals are not deployed based on political credentials or perceived seniority. Unusually, they are chosen for their proven effectiveness in front of children and move to this role by their early 30s.

The most recent round of South African curriculum review and retraining through the new curriculum, Caps, certainly has its place. The teachers who are not confident about their content knowledge will no doubt benefit from accurately published textbooks that hold to an objective standard for each age and subject.

However, I believe we need a young cohort of social entrepreneurs who will give their time to teach in innovative school start-ups. Even if they opt not to pursue a long-term teaching career, the fact that young people across the world are giving a chunk of their early ­professional lives to grand projects for national development speaks volumes about their social conscience. A social movement of this scale creates advocates for education reform when these Teach First ambassadors move into other areas of employment across a wide range of secondary professions.

When I spoke with Julie Jackson, founding principal of North Star Elementary in Vailsburg, New Jersey, she described how the groundswell of educational reform in the most impoverished and least-functional communities of the US was her generation’s contribution towards a second transition after the civil rights struggle of the 1960s.

Who holds the answers
She believes that, with sufficient effort, we too can mobilise a belief among entrepreneurial South African youth that they hold the answers to our educational ills. Better this than incite anger and contempt for the systemic non-delivery of quality education.

Together we must design schools that can educate substantial numbers of our youth out of ­poverty. Significant enabling ­legislation would ease the process and create a scale of sustainable public-private school partnerships that could substantially shift the educational landscape among the neediest ­sections of South Africa. Local private sector interests could leverage their corporate social investments by identifying educational entrepreneurs or networks, such as the Leap maths and ­science schools, with a proven ability to close the achievement gap. Provincial education department initiatives such as the Westerford High School start-up of Claremont High in the Western Cape are bold, promising and scaleable examples.

Working with our existing teachers is possible, but the inertia of the average mindset suggests our uphill struggle for the past 18 years is unlikely to end if we apply curriculum-heavy reform inputs. Instead, we should anticipate laying the foundation and supporting the energy and radical engineering that comes from entrepreneurial teachers entering the profession en masse, and enabling them to move into school start-ups that are designed to close the achievement gap in a manner that is relevant to our needier contexts. We may also wish to borrow lessons and expertise from the US charter schools and British academies, which are clearly ahead of the curve on these educational innovations.

Murray Thomas is deputy principal of Lebone II College of the Royal Bafokeng in Phokeng, North West, where he is responsible for teacher development.

http://mg.co.za/article/2012-08-17-success-can-be-a-matter-of-principal

VIDEO-South Africa School Peer Review

Hear representatives from the South Africa

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Extraordinary Schools Coalition (SAESC) talk

about the importance of their work to develop a South Africa School Peer Review.

http://www.youtube.com/watch?v=NnRTFRhG7zw&feature=plcp

Read the full report on the workshop EdVillage facilitated for the SAESC to begin the School Peer Review process.

 

A Cheer for Lebone II – College of the Royal Bafokeng

EdVillage is excited to be working with Lebone II – College of the Royal Bafokeng. Labone is a lab school located in Phokeng serving as a model of excellence for rural education in South Africa. Its best practices are a resource for the approximately 60 partner schools located throughout the Royal Bafokeng Nation. It is a well-resourced school environment serving students from the highest needs backgrounds within a diverse student body where 30% of the students are fee paying. Lebone operates as a research driven school, where high quality learning programs are developed in line with international best practices. Simultaneously, the curriculum subscribes to certain national norms so that other schools in the community can adopt it. Lebone is a school both rooted in an extraordinary African culture, the Royal Bafokeng Nation, and poised towards a global future. The school encourages curiosity and experimentation while following the example of some of the best educational institutions around the world.

EdVillage visited Lebone in May as part of a convening of the South African Extraordinary Schools Coalition. Upon our visit the morning cheer of the secondary school students warmly greeted us. This welcome certainly encapsulates the spirit and culture of the school. In June, Murray Thomas, Deputy Principal-Teacher Development at Lebone II College and JC Gustaph Mompei, Director at the Royal Bafokeng Institute participated in the South Africa School Peer Review Workshop. We value the insights about education in the Royal Bafokeng that they brought to the group.

Read King Leruo Molotlegi’s remarks on the occasion of the launch of Lebone II, College of the Royal Bafokengon 18 March 2011

3.2.1. Our Journey Begins

EdVillage Global Fellow Gaurav Singh shares his gratitude and excitement the day before his first school is set to open in Mumbai, India. We applaud the 3.2.1.Team for the hard work and commitment it took to make this vision to provide an excellent education opportunity for underserved students a reality.

In 24 hours from now the 3.2.1 team will welcome our first set of parents and students into our school.
In 24 hours our future students will meet their teachers who will explain to the tiny kindergarten kids that from now on they will do whatever it takes to even the odds for them.
And, in 24 hours a long held dream would become a reality.
I started dreaming of starting a school about 630 days ago in the September of 2010. Since then it’s been an incredible journey. It started with me skipping Teach For India placements and figuring out how to get to the US to study the education reform movement. And then to many crazy months of fundraising, selection interviews, acceptance to the fellowship, and starting legal work on the school and the Municipal Corporation of Greater Mumbai (MCGM) partnership.

In June of 2011, I finally landed in the US – 6 months of incredible learning, going to almost 15 cities, visiting nearly 40 charter, public and private schools, having more than 200 meetings with exceptional leaders and then coming back completely exhausted and insanely excited.

After that the India journey began in December 2011. Hours spent daily either at the government offices to find empty school buildings or meeting potential funders. Along side this spending weeks to figure out the complicated legal requirements for opening a school.

Simultaneously, recruitment became a priority and it required many weeks of effort to get our founding teachers and staff members.

With all this the nights were spent in going through legal documents, making contracts, designing marketing strategies and making budgets, 5 year plans, 10 year plans, operational plans, instructional plans.

The weekends went in working on crafting our philosophy, vision, mission and model, defining our instructional framework and our support systems, finalizing our curriculums and assessments and making policies and official documents.

And I also sneaked in a trip to Finland (one of the world’ best education system) in the middle of all this.

I was very lucky to find an exceptional team along this journey who have truly made this dream their dream. We spent many evenings and nights in the past few months meeting, understanding each other, sharing our beliefs and forming a common vision all the while balancing multiple commitments.

All this lead to a 4-week training institute which was planned and executed in house. We had long, deep discussions on everything from philosophy to international best practices. We spent a lot of time learning lessons from exceptional leaders and organizations in diverse fields like technology, sports, psychology, brain research, performing arts and medicine. We got exposure to great systems and organizations, studied the latest in cognitive science and behavioral psychology, poured through the works of giants in the field of education, analyzed exceptional schools and school systems and then worked on creating all the resources required to setup a school. We finished our institute last week.

And this leads us to now – today when we are one day away from starting our school we feel elated about these 3 big things:

1. We feel lucky to have an incredible team, which is very talented, passionate invested. Also, they are an extremely cool bunch of people to hang out with.

2. We have had a really successful training institute, which has set us up for success in the future. But also aware that it was the honeymoon period of our journey and the real challenges will start when we open our doors to nearly 90 crying 5 year olds.

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3. We have managed to recruit about 90 kids and plan to push this number higher in the coming weeks. This is despite severe challenges of starting recruitment months after neighboring schools had started and convincing skeptical parents.

To know more about us, you can read ‘about us’ at: 3.2.1 – About us
Or, you can watch this video: 3.2.1 Vision presentation@Houston

I want to end with this long report with this:
Gratitude is a very important value of ours so I am very grateful that now I can say our journey instead of my journey. I am grateful for all you wonderful people who have supported us on this journey. We are standing on the shoulders of giants and we are extremely grateful for that. We are grateful to the parents who are trusting us with their kids. And we are very grateful for having found that rare and holy thing – passion.

Tomorrow is a big for us. Wish us well dear friends!